Course Title: Organise personal work priorities and development

Part B: Course Detail

Teaching Period: Term2 2011

Course Code: EMPL5811C

Course Title: Organise personal work priorities and development

School: 360T Education

Campus: City Campus

Program: C3258 - Certificate III in Education (Aboriginal and Torres Strait Islander)

Course Contact : Robyn Blaikie

Course Contact Phone: +61 3 9925 4838

Course Contact Email:robyn.blaikie@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Fiona Dean: Teacher
fiona.dean@rmit.edu.au
99254650

Nominal Hours: 30

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

No specific pre-requisite and co-requisite.

Course Description

This course describes the performance outcomes, skills and knowledge required to organise own work schedules, to monitor and obtain feedback on work performance, and to maintain required levels of competence.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

BSBWOR301A Organise personal work priorities and development

Element:

1. Organise and complete own work schedule

Performance Criteria:

1.1 Ensure that work goals and objectives are understood, negotiated and agreed in accordance with organisational requirements
1.2 Assess and prioritise workload to ensure tasks are completed within identified timeframes
1.3 Identify factors affecting the achievement of work objectives and incorporate contingencies into work plans
1.4 Use business technology efficiently and effectively to manage and monitor scheduling and completion of tasks

Element:

2. Monitor own work performance

Performance Criteria:

2.1 Accurately monitor and adjust personal work performance through self-assessment to ensure achievement of tasks
2.2 Ensure that feedback on performance is actively sought and evaluated from colleagues and clients in the context of individual and group requirements
2.3 Routinely identify and report on variations in the quality of service and products in accordance with organisational requirements
2.4 Identify signs of stress and effects on personal wellbeing
2.5 Identify sources of stress and access appropriate supports and resolution strategies

Element:

3. Coordinate personal skill development and learning

Performance Criteria:

3.1 Identify personal learning needs and skill gaps using self-assessment and advice from colleagues and clients in relation to role and organisational requirements
3.2 Identify, prioritise and plan opportunities for undertaking personal skill development activities in liaison with work groups and relevant personnel
3.3 Access, complete and record professional development opportunities to facilitate continuous learning and career development
3.4 Incorporate formal and informal feedback into review of further learning needs


Learning Outcomes


Develop the performance outcomes, skills and knowledge required to organise own work schedules, to monitor and obtain feedback on work performance, and to maintain required levels of competence.


Details of Learning Activities

The student learning experience will be facilitated through participation in a range of activities:
Group discussion
Guest speakers
Oral and/or written questions on "What if?" scenarios
Individual and group projects
Realistic simulations and role play
Practical demonstrations and direct observation of actual work and simulated work practice
Oral Presentations


Teaching Schedule

Semester 1

Week 1-4
Theory – Work priorities and development
Principles and techniques of goal setting, measuring performance, time management and
personal assessment
Methods to identify and prioritise personal learning needs
Organising and completing own work schedule, Ensuring work goals and objectives are
understood, negotiated and agreed in accordance with organisational requirements
Key provisions of relevant legislation from all levels of government that may affect aspects of
the workplace: anti-discrimination, ethical principles, codes of practice, OHS

Discussion, Q&A activities, Evidence Guide

Week 5-9
Theory – Work priorities and development
Assessing and prioritising workload to ensure tasks are completed within identified timeframes
Identifying factors affecting the achievement of work objectives and incorporate contingencies
into work plans
Using business technology efficiently and effectively to manage and monitor scheduling and
completion of tasks
Discussion, Q&A activities,
Assignment 1 – Q&A

Week 10-14
Theory– Monitoring own work performance
Self-assessing in the workplace; Monitoring and adjusting personal work performance through
self-assessment to ensure achievement of tasks
Feedback strategies and methods; Ensuring feedback on performance is actively sought and
evaluated
Discussion, Q&A activities

Week 15-18
Theory – Monitoring own work performance
Identifying and reporting; routine methods of identifying and reporting on variations in quality of
service and products
Stress management; Identifying signs of stress and effects on personal wellbeing
Identifying sources of stress and access appropriate supports and resolution strategies

Discussion, Q&A activities
Progress interview – Evidence guide, Assignment 1, Observation/Demonstration, Third party

Semester 2
Week 1-4
Theory – Stress management
Identifying signs of stress and effects on personal wellbeing
Identify sources of stress and access appropriate supports and resolution strategies
Discussion, Q&A activities

Week 5-9
Theory – Coordinating personal skill development and learning

Identifying personal learning needs and skill gaps using self-assessment and advice from
colleagues and clients in relation to role and organisational requirements
Identifying, prioritising and planning opportunities for undertaking personal skill development
activities in liaison with work groups and relevant personnel
Discussion, Q&A activities

Assignment 2 – Scenarios

Week 10-14
Theory– Coordinating personal skill development and learning
Accessing, completing and recording professional development opportunities to facilitate
continuous learning and career development
Incorporating formal and informal feedback into review of further learning needs

Discussion, Q&A activities

Project – Presentation (oral and/or written)

Week 15-18
Theory – Coordinating personal skill development and learning
Accessing, completing and recording professional development opportunities to facilitate
continuous learning and career development
Incorporating formal and informal feedback into review of further learning needs
Discussion, Q&A activities

Assessment interview – Review folio of final assessments e.g : Evidence Guide, Assignment 1 and 2, Observation/Demonstration, Third party, Project – Presentation (oral and/or written)






Learning Resources

Prescribed Texts


References


Other Resources


Overview of Assessment

You must demonstrate an understanding of all elements of the competencies in order to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by:
• Direct observation of actual and simulated work practice
• Oral or written questioning
• Assignments and projects
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Review of products produced through work-based or course activities
• Third-party feedback from a work supervisor/employer
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.
If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit if you would like to find out more.
An assessment charter (http://mams.rmit.edu.au/kh6a3ly2wi2h1.pdf) summarises your responsibilities as an RMIT student as well as those of your teachers.
Your courses assessment conforms to RMIT assessment principles, regulations, policies and procedures which are described and referenced in a single document: http://www.rmit.edu.au/browse;ID=ln1kd66y87rc


Assessment Tasks

Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by:
• Direct observation of actual and simulated work practice
• Oral or written questioning
• Assignments and projects
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Review of products produced through work-based or course activities
• Third-party feedback from a work supervisor/employer
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.


Assessment Matrix

In Assessment matrix Booklet given to students at commencement of program.

Course Overview: Access Course Overview